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FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 2 week YEAR LEVEL: 2 LEARNING AREA/TOPIC: English


3

AUSTRALIAN CURRICULUM: Understand that spoken, visual and written forms of language are different modes of communication with different
features and their use varies according to the audience, purpose, context and cultural background (ACELA1460)
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

Notes about device access in the classroom: The students have access to 1 ipad each.
WEEK West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
/ Curriculum OBJECTIVE (what & how) EXPERIENCES other
LESSO LINKS (Introduction, Body and Conclusion)
N

1 Understand that Prior knowledge Teacher collects Intro  5mins Technology used = Ipads
WK 3 spoken, visual Students can create short and reads the - The teacher will get students to play charades
and written imaginative texts showing story assessing (categories movie, book, famous person) - QR code
forms of use of appropriate text the use of Teacher will then explain to the students how Will be used by
language are structure, they can also written and the students to
the categories link to today’s lesson of
different modes use word processing visual language.
communication. access the
of programs. Students in a
communication previous lesson have Teacher will - Teacher will ask students planning sheet. It
with different learnt about audience, collect - “How do we communicate” is an easy for all
features and purpose, context and anecdotal notes - “are there different ways we communicate?” students to gain
their use varies cultural background. of student’s - “Does charades categories contain different access of the
according to the ability to use forms of communication?” sheet from their
audience, Objectives word processing devices.
purpose, Construct a text program Body  35 mins (5 mins explaining, 5 mins planning,
context and demonstrating ability to through 25 mins writing)
cultural use word processing observations - The teacher will explain to the students how
background programs that combines there is different forms of communication.
(ACELA1460) the features of written - Teacher will explain written communication as
and visual forms of any type of message that makes us use the
language. written word. It is an effective and important
way of sharing stories and traditions. The
Students can interchange
teacher will provide the examples of books,
written forms of language - Microsoft Word
with visual forms by stories, emails as well as text messages.
Students will
changing words for o Teacher will ask students “Can anyone
already know
emoji’s in the text. think of another form of written
how to use the
communication.”
app on ipads. It is
- The teacher will explain visual communication
a useful tool as it
as using the information and ideas from
will helps
symbols and images to communicate. This
type of communication is one that is deemed students with
to be relied on most. The teacher will provide their spelling and
examples of pictures, maps, signs. grammar while
o Teacher will ask students “Can anyone they’re typing.
thinks of another form of visual
communication?” - Emoji keyboard
- Teacher will then explain to students the The emoji
activity keyboard will
o You are going to write a story about a allow students to
superhero and when you write your have fun looking
story, you are going to substitute some through seeing
of your words for emoji’s. Combining what emoji’s can
both written and visual forms of be substituted for
communication. words in their
- Teacher will get students to plan their story story. This
before they start writing. Students will get the keyboard will
planning sheet from scanning a QR code. already be
- Students will construct their story substituting downloaded on
some words with emoji on word as the word the ipad.
processing program.

Conclusion  5 mins - Seesaw


- Teacher will get students to swap their stories Students will
with their partners to proof read. upload their final
- Teacher will get students to upload their product to
stories onto seesaw. seesaw as it will
- Teacher will get 2 students to read their allow parents and
stories to the whole class. teachers to view
- Students pack away as normal. the students
work.
2 Prior knowledge Teacher will Intro  5mins Technology used = Ipads
WK 3 Students are now make anecdotal - The teacher asks students questions about
confident with visual and notes on the their stories from last lesson. Asking questions - Voice recorder
written forms of student’s ability about written and visual forms of lite.
communication. They to explain how It is an
communication.
have previously created a Indigenous
- Teacher will then introduce todays topic on voice/audio
story. They have culture share
previously used QR codes, stories from spoken communication. recorder that will
Microsoft word and know questioning. - Teacher will then also explain to students how allow the
how to use an emoji indigenous communities use spoken students to speak
keyboard. Teacher will communication to share their stories and their story into
listen to audio traditions. the ipad and then
Objectives recordings the upload the file
Construct a text using an students upload Body  35 mins onto seesaw. This
audio recording app which to seesaw - Teacher will explain spoken communication as
demonstrates the features assessing app on the ipad is
any form of communication that comes from
of spoken forms of students use of free and has good
the speaking out loud/ coming from your
language. spoken forms of audio play back
language on a mouth. Teacher will provide the examples of
as well as giving
Explain how Indigenous checklist. talking, singing.
students the
cultures share their stories o Teacher will ask students if they can
option to edit the
through song and dance. From come up with any other ideas.
recording.
observations - Teacher will then explain
teacher will o how indigenous communities’ stories
record students
and traditions are passed orally.
ability to use
voice recorder o What dreamtime stories are and how
lite on a they are shared.
checklist. o Teacher will compare this to the
European way of sharing traditions.
- Teacher will then explain to the students “You
are going to change your story you have
written last lesson to an oral story using voice
recorder lite. By doing this you are changing
your story from being written and visual forms
of communication to spoken form of
communication.
o Teacher will ask students “Is this similar
to how Aboriginal and Torres Strait
islanders share their stories, if so
how?”
- Students will then audio record their story
tweaking if required from previous lessons
from peer and teacher comments.

Conclusion  5 mins
- Students will upload their recordings to
seesaw
- Teacher will then ask 2 different students from
the previous lesson to share their stories.
- Teacher will then ask questions about how
indigenous cultures share their traditions
through spoken communication.

3 Prior knowledge From Intro  5mins - Website link


WK 3 Students are now questioning and - Teacher will go back over previous lesson. http://dreamtime
confident with all observation Asking students questions about spoken .net.au/rainbow-
different forms of teacher will communication and how it relates to serpent-story/
communication. Students make anecdotal
Indigenous culture. This web link will
now have knowledge that notes of
the Indigenous culture student’s - Teacher will then ask students about visual be used by the
share their traditions and knowledge of and written communication. teacher and
stories through spoken dreamtime - Teacher and students will complete a venn opened on the
communication. They stories. diagram as a class about spoken, visual and board so the
have previously created a written communication. students can read
story and turned it into an Teacher will
along with the
audio recording. They watch the Body  35 mins
have previously used QR student’s videos - Teacher will then remind students what a teacher.
codes, Microsoft word, an marking dreamtime story is. The teacher will then
students’ ability
emoji keyboard, seesaw to incorporate explain how there are many different types of - Explain
and voice recorder lite. the different dreamtime stories about animals, rules and everything
forms of how the word was created. Students use
Objectives communication
- The teacher will explain how the story they explain
Compare and contrast the on a checklist.
different forms of will read today is called The Rainbow Serpent everything as it
communication. Teacher will and how the story is about evolution of the will allow
mark on land. students to
Construct a video using checklist - Teacher will then read the rainbow serpent summarise the
explain everything students’ ability dreamtime story. Having the website open for dreamtime story
summarising the to use explain the students to read with the teacher. incorporating all
dreamtime story everything
- Teacher will then ask questions about the the different
combining written, visual through
and spoken forms of observation. story like forms of
communication. o What was the serpents name? communications
o What was the first animal to wake up?
o Did the rainbow serpent shallow any - Team shake
humans? Team shake will
o Where can we see the rainbow serpent allow the teacher
today? to group students
- Teacher will be allocating students into into random
random groups using Team Shake. groups with easy
- Teacher will explain to students how in the and it will make
previous lessons they produced texts the process more
incorporating written, visual and spoken forms efficient.
of communication. The teacher will now be
creating a text that will incorporate all three of
the elements, looking at the venn diagram
they will need to use that information to
create their video.
- Teacher will then explain to the students they
will be creating an explain everything video
summarising the rainbow serpent
incorporating visual, written and spoken forms
of communication.
- The teacher will walk around asking students’
questions about the story and the different
forms of communication.

Conclusion  5 mins
- Students will upload their explain everything
to seesaw
- Watch everybody’s explain everything.